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University Students Perceptions of Multimedia-assisted Language Learning
권청자 한국멀티미디어언어교육학회 2004 멀티미디어 언어교육 Vol.7 No.1
This study aimed to examine the perceptions and the attitudes on using multimedia to learn English and students' different reactions toward the method. For this purpose, the study investigated students' opinions on using multimedia to learn English, their attitudes towards the course, ‘Multimedia and English studies', and the benefits gained from the course by the survey. The survey questionnaires were administered to 88 Sogang university students who took the course during 2002 and 2003. The study arrived at the results by analyzing the students' response to various statements in three main topics. The results showed that the majority of students considered using multimedia very effective for learning English and wished to continue using it even after they finish the course, increased their motivation to study English, and improved all four English language skills from the course. Major, age, and gender did not affect the students' satisfaction, but the ability to use computers seems to be a key factor in determining the students' satisfaction towards the course. The results are considered important in providing background information on further English language courses using multimedia and in improving the teaching methods to satisfy the needs of students.
A Study on Using Video in English Classroom.
권청자 영상영어교육학회 2006 영상영어교육 (STEM journal) Vol.7 No.2
This study aims to offer insights on how teachers can use video as the creative resources and valuable instructional aids, showing the benefits of using it to motivate students and to improve their language fluency in the English class. This article will discuss why teachers use video in the English classroom, what teachers should do to identify the purposes for using video, and how to choose video to maximize students' English development before they bring it to the classroom. It will also show some impacts associated with the use of video, providing teachers' firsthand pragmatic experiences in how video can be used to enhance the value of it. Also included in this writing are some good examples of using video which plays an important part in teaching cross-cultural issues. Finally, it will describe the Internet support for the video class, introducing the useful links for using video for language teaching. So the more we make use of visuals the more our students will be prepared to face the challenges of the future as well as to use them as language input.
Benefits of Using CALL Vocabulary Programs to Provide Systematic Word Recycling
스캇마일즈,권청자 한국영어교육학회 2008 ENGLISH TEACHING(영어교육) Vol.63 No.1
Considering the large amount of vocabulary that language students need to learn and the limited amount of time available in the classroom, CALL is increasingly seen as an attractive option. One particular advantage of CALL vocabulary instruction is to provide systematic repetition of words, ensuring that learned words are not forgotten. Though previous studies have shown strong support for using systematic recycling of vocabulary words based on repetition schedules, to date no study has determined if CALL vocabulary programs are effective in comparison to traditional vocabulary teaching and study. This study compared five groups with different vocabulary treatments, some with a CALL vocabulary program and others with only classroom instruction or independent study. The results showed that the CALL vocabulary instruction groups dramatically outperformed the non-CALL vocabulary study groups. Use of CALL vocabulary programs with built in repetition schedules is recommended.